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ERIC Number: EJ1180043
Record Type: Journal
Publication Date: 2018
Pages: 13
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: EISSN-2469-9632
Accepting Research: Teachers' Representations of Participation in Educational Research Projects
Richard, Vincent; Bélanger, Michel
International Journal of Educational Methodology, v4 n2 p61-73 2018
Collecting data among participants belonging to a group, community or organization is a crucial step in social research. However, generally speaking, in the social sciences, the issue of access to the research field has not been widely or systematically studied and remains under-theorized. The goal of this study is to draw the participants' perspective on the question of accepting research into their classrooms and participating in it, an object that has usually been overlooked in studies on research field access. This article presents the results of a qualitative, exploratory study aimed at documenting teachers' representations relating to whether or not they wish to participate in research projects, when requested to do so by researchers. The analysis brought out a system comprising five categories of representations relating to participation or non-participation in an educational research project. These representations are related to (1) the teacher's daily tasks; (2) the teacher's professional development; (3) the teacher's professional identity and professional ideal; (4) the institutional and collegial context; and (5) the teacher's responsibility toward students. We discuss these categories and their implications for further research.
Eurasian Society of Educational Research Association. Ataturk District 70.Str. No:15 Gaziantep, Turkey 27260. Tel: +90-342-2116792; Fax: +90-342-2116677; e-mail: editor@ijem.com; Web site: http://www.ijem.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A